A systematic review on flipped learning in teaching English as a foreign or second language

Arslan, Abdullah N.

doi:10.17263/jlls.759300

Cited by 42 publications

(41 citation statements)

References 125 publications

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“…Also, similar findings were obtained in many studies conducted in the literature. In this line, 78 studies, which were about the role of flipped learning in teaching English as a foreign language, were examined in the content analysis study conducted by Arslan (2020). In the study conducted by Arslan (2020), it was found that most of the sample groups consisted of university students.…”

Section: Discussionmentioning

confidence: 99%

“…In this line, 78 studies, which were about the role of flipped learning in teaching English as a foreign language, were examined in the content analysis study conducted by Arslan (2020). In the study conducted by Arslan (2020), it was found that most of the sample groups consisted of university students. 40 studies, conducted by Solak and Erdem (2015) for the content analysis study, which were about the role of virtual reality in foreign language teaching carried out between the years 1995 and 2015, were examined.…”

Section: Discussionmentioning

confidence: 99%

“…However, these studies generally focus on a single type of technology integration. For instance, the role of flipped learning (Arslan, 2020;Filiz & Benzet, 2018), mobile learning (Persson & Nouri, 2018;Uzunboylu & Genç, 2017;Viberg & Grönlund, 2012), virtual reality (Solak & Erdem, 2015) related studies, which is in foreign language teaching are included in the literature. However, there is no restriction in the present study and all studies involving technology integration have been included.…”

Section: The Importance Of Studymentioning

confidence: 99%

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Technology integration in teaching English as a foreign language: A content analysis study

Başar

ŞAHİN

2022

Journal of Educational Technology and Online Learning

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The main purpose of this research is to identify research trends that have been conducted over the last five years (2016-2020) on the role of technology integration in teaching English as a foreign language. For this purpose, the descriptive content analysis is used in the research. In accordance with the keywords, systematic review was carried out and 366 studies were included in the scope of the research. The study has revealed that there is an increasing trend in the number of studies from 2016 onwards and what's more, flipped learning and mobile-assisted language learning subjects are among the mostly studied subjects. In the studies, experimental designs were chosen more, as a data collection tool, questionnaire/scale was preferred; and descriptive statistics were preferred more as a data analysis technique. In most of the studies, the sample group consists of university students and the sample size is in the range of 0-50. In addition, when the results in the studies within the scope of the research are analyzed, the most obtained result is that the participants' views on technology integration are positive. Based on the trends of the studies examined within the scope of the research, this study offers recommendations for the future studies in the field. Research Article

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Importance Of Studymentioning

confidence: 99%

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Technology integration in teaching English as a foreign language: A content analysis study

Başar

ŞAHİN

2022

Journal of Educational Technology and Online Learning

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“…The researchers argue that 'because of its new model and because it brought a new atmosphere in teaching and learning, the flipped classrooms began to be applied by many Arab World English Journal www.awej.org ISSN: 2229-9327 479 teachers and lecturers worldwide' (Halili & Zainuddin, 2015, p. 15). Arslan, A. (2020) revealed that the USA, Malaysia, Jamaica, Hong Kong, Singapore, Somaliland, China, Taiwan, Australia, Canada, Saudi Arabia, and Turkey have the most publications on flipped learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study

Ivanytska¹,

Dovhan²,

Tymoshchuk³

et al. 2021

AWEJ

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The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

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“…Flipped learning was applied in different EFL skills. Some studies used flipped learning on grammar (Al-Harbi and Alshumaimeri, 2016;Singay, 2020b); on pronunciation (Yang and Chen, 2020;Zhang et al, 2016); on listening (Ahmad, 2016;Vaezi et al, 2019); on writing (Ahmed, 2016;Alghasab, 2020;Arslan, 2020); on reading (Karimi and Hamzavi, 2017); and on speaking (Abdullah et al, 2019;Arslan, 2020;Köro glu and Çakır, 2017). Other flipped EFL classes were conducted in Saudi Arabia (Ahmed, 2016;Al-Harbi and Alshumaimeri, 2016) in Egypt (Ahmad, 2016), in Iran (Yousefzadeh and Salimi, 2015) and among Bhutanese students (Singay, 2020b).…”

Section: Introductionmentioning

confidence: 99%

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

Bin-Hady

Hazaea

2021

PRR

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Purpose Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed. Research limitations/implications The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized. Practical implications The study recommends using flipped learning to enhance pronunciation among EFL students. Originality/value This study contributes to the correlational studies in flipped learning.

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A systematic review on flipped learning in teaching English as a foreign or second language

Cited by 42 publications

References 125 publications

Technology integration in teaching English as a foreign language: A content analysis study

Technology integration in teaching English as a foreign language: A content analysis study

Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study

EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study

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